生命教育圖畫書教學之行動研究-以幼稚園大班為例

蘇黃美菊

指導教授 ： 黃迺毓

國立臺灣師範大學/教育學院/人類發展與家庭學系在職進修碩士班/碩士(2003年)

摘要

本研究目的為解決班級幼兒的人際問題，而以行動研究方法，探討運用生命教育圖畫書，發展以「人與自己」、「人與他人」為主軸的生命教育教學活動設計，在班級實施的歷程，以及實施後對幼兒的影響。
研究者根據文獻探討，歸納出適合幼稚園階段之生命教育內涵與目標，運用合適的圖畫書，設計包括以「增進自我概念」、「人際互動」為內涵的教學活動，在任教的幼稚園班級實施，教學過程中，以觀察、錄音、訪談的方式蒐集資料，教學後與同班老師、實習老師討論、省思，加以修正教學。
本研究共包括三方面之發現：
一、關於生命教育教學活動設計與實施
（一）圖畫書適合發展幼兒生命教育教學活動設計
（二）教學活動設計應考量幼兒的經驗與需求，興趣，以設計多元的教學活動。
（三）教學活動實施應注重討論與活動後分享。
（四）實施的過程應強調「知行合一」的實踐。
二、關於生命教育教學活動對幼兒的影響
（一）自我向度：知道自己的優點、肯定自己的能力、對自己更有信心。
（二）人我向度：尊重、關懷、接納漸漸在互動中出現。
在實際觀察中，發現幼兒仍有爭吵的現象，但比較會用口語溝通的方式解決，降低了許多人際衝突的問題。
三、研究者省思
真正的生命教育必須「用生命影響生命」。
最後根據研究發現，本研究提出結論，對有關單位、現場教學工作者及後續研究三方面提出具體建議，以供參考。

關鍵字

生命教育 ； 圖畫書 ； 幼兒 ； 行動研究

並列摘要

The purpose of this action research was to design classroom activities on Life Education by using picture books, mainly focused on self-concept and interpersonal relations, to carry out the activities in a kindergarten classroom, and to investigate its effect on kindergarteners’ interrelationship problem-solving ability.
According to the review of previous literature, the study summarized some goals and contents of Life Education at the kindergarten level. The researcher selected 10 picture books to design 10 classroom activities, based on the content of improving self-concept and interpersonal relations, and to implement these activities in the researcher’s class. The process was observed and recorded for gathering data, and the researcher discussed, criticized, and corrected with a cooperative teacher and an interim teacher after school. The findings of this study included three areas as follows:
1. Concerning the design and implementation of Life Education teaching activities
(1) Picture books are workable for developing the curriculum of Life Education for kindergarteners.
(2) To design classroom activities, it is necessary to consider the children’s experiences, needs, and interests.
(3) To implement classroom activities, it is important to lead discussion and sharing.
(4) To process the curriculum, it is emphasized to integrate knowing and doing.
2. Concerning the effect of Life Education classroom activities, the researcher found that several aspects were improved on children:
(1) Intrapersonal dimension: to know one’s strength, to be more self-assertive, to have more self-confidence.
(2) Interpersonal dimension: to be more able to respect, care, and accept others.
During the period of observation, children as well as researcher learn how to solve problems by oral conversation so that conflicts were reduced.
3. The concerns of the researcher
A true Life Education is not preached, but reached and touched.
Finally, conclusions were drawn based on the findings. Based on conclusions, recommendations were also presented in terms of related institutes, the teachers in practice, and future research studies.

參考文獻

黃德祥（2000）。小學生命教育的內涵與實施。載於林思伶（主編），生命教育的理論與實務。臺北：寰宇。

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